Page 10 - EL Grade 5 ALL Block Teacher Guide

Additional Language and Literacy Block
During ALL Block rotations, the class works on two of the components each week (plus Accountable Independent Reading, which occurs every week). The teacher leads the work on one component each day while the students work independently on the other component. The Teaching Notes support the teacher- led small group. They are sorted by component and show instruction for alternating days—Instruction for Day 1 and Day 3, or Day 2 and Day 4.
Teaching Notes
In this unit, students focus on GUM rather than reading and speaking uency. On Day 1, students review the parts of speech and their function. On Day 3, students work on rst identifying and then explaining the function of di erent parts of speech in the sentence.
Di erentiation: To provide heavier support on Day 1, pre ll in more of the chart in step 2. Consider creating and posting sentence frames for step 3. To provide heavier support for the Student Independent Task Card, consider altering the Parts of Speech Word Cards to include more familiar words. To provide less support, alter the list to include more domain-speci c words from the module.
Materials
Reading and Speaking Fluency/GUM: Week 1, Days 1 and 3: Teacher-Guided Student Activity Card (one per student)
Parts of Speech anchor chart (begun in Module 1)
Reading and Speaking Fluency/GUM: Week 1, Days 2 and 4: Student Independent Task Card (to display)
Distribute the Reading and Speaking Fluency/GUM: Week 1, Days 1 and 3: Teacher-Guided Student Activity Card. Display and discuss the learning targets.
Direct students’ attention to the Parts of Speech anchor chart and review parts of speech as needed.
Invite students to complete the step 1 with a partner. While students are engaged in this activity, respond to any concerns that may have arisen in groups working independently on other components.
Debrief step 1 and invite students to share answers.
: Point out the su xes in the word “water,” as well as the placement of the word in each sentence, and explain how these factors impact the part of speech.
Invite students to complete step 2.
: Complete as a group and direct students’ attention to the Parts of Speech anchor chart, as needed.
: Invite students to complete step 2 with a partner and then debrief as a group. Invite students to complete step 3.
: Model and chart a sentence as a group rst.
: Invite students to say their sentences out loud before they write them.
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_ELED.ALL Block.05.01.indb 10 11/25/18 5:27 PM
Instruction for Day 1